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- Gejard, Gabriella, 1962-
(författare)
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"Jag kan göra matte å minus å plus" : Förskolebarns och pedagogers deltagande i matematiska aktiviteter
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis examines mathematical activities in a preschool. More precisely, the aim is to create knowledge of how mathematical activities emerge and are constructed in children's interactions with each other and with their teachers. The empirical material consists of video recordings and field notes collected through participant observations during a six-month period in two preschool units for children 3-5 years old. Theoretically the study is based on an ethnomethodological (EM) and conversation analytic (CA) perspective. Video recordings were analyzed using conversation analytic methods, involving a close and detailed analysis of sources in situated mathematical activities. Through the use of an EM and CA perspective this study contributes with new theoretical and methodological approaches to research on mathematical activities in preschools. In the close analysis of children's actions in interaction, an active child with ideas, interests, and commitment emerges, a child who uses a variety of communicative resources when participating in mathematical activities. Whether it is the children or the teachers who initiate the activity the children are actively involved in the construction of the mathematical content.Geometric shapes and concepts as well as different aspects of children's number sense are a couple of the mathematical topics covered in the study. In the activities the childrens display knowledge of math verbally as well as with their bodies, something that is analyzed by using the concept of epistemic stance. The preschool teachers sometimes used occasions when children display specific knowledge as an educational resource for other children's learning. The study also shows that children as well as their teachers follow each other's initiatives in the activities. This means that children change and enlarge the mathematical content within the activities and that the teachers follow the children's initiative. Through this reciprocity the mathematical content of the activity is maintained.
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- Johansson, Anders, 1987-
(författare)
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Uniformity in physics courses and student diversity : A study of learning to participate in physics
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis describes an investigation of participation and achievement in undergraduate physics courses with a discourse analytical lens. Issues of unequal participation have been a growing concern for the physics education research community. At the same time, these issues have not been explored to any large extent using already developed theoretical tools from fields of social science and humanities. This thesis builds on earlier studies in physics education research but crosses disciplinary boundaries to bring in perspectives from gender studies. The two papers use a discourse theoretical framework to explore what it might mean to participate in physics, whether that is one’s primary subject or not, in courses in electromagnetism and quantum physics. A general conclusion that can be drawn from these empirical studies is that physics courses may often be taught from a narrow physics perspective, and that this may limit the possibilities for identification for many students. For instance, engineering students whose main area was not physics failed to see much significance in studying electromagnetism and then just “studied to pass”. Additionally, students on physics programmes may find that the limited positions in quantum physics which can be characterized as mainly focused on “calculating”, are hard to reconcile with their interest in physics. Using a discourse perspective, I broaden this critique to a discussion of the culture of physics: What does it mean to become a physicist and what physics culture follows from different “productions” of physicists? These results inform continued research in physics education by raising issues of identity and providing critical frameworks for exploring them. They also point to the importance of including broad views of physics in courses. Critically examining participation in physics, this thesis aims at widening the discussion and provide new ways to talk about these issues in physics education research.
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- Wistrand, Anna, 1971-
(författare)
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Mellan närhet och distans : Lärar-elevrelationen som kunskapsinnehåll i grundlärarutbildning
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis takes its point of departure in a relational perspective on education, which means that the relationship between teacher and student is seen as fundamental for students’ knowledge- and personal development. The aim is to contribute to a deeper understanding of the teacher-student relationship in teacher education at national and local levels and the different meanings of closeness in this context. The theoretical basis of the study is curriculum theory-based didactics, where questions about knowledge content and teaching as offering meaning are central. The thesis consists of three separate studies. The first investigates closeness in the teacher-student relationship by means of a thematic conceptual analysis of the field of research in educational science on teacher-student relationships. Four different dimensions of closeness were identified: closeness as presence, closeness as care, closeness as feeling and closeness as responsibility. The results show a nuanced way of understanding closeness in the teacher-student relationship and that closeness is challenging for teachers in that it makes their relational work more complex.The central question in curriculum theory - ‘What opportunities do students have to learn about the teacher-student relationship in teacher education?’ - is used as the point of departure in the analysis of educational policy documents at national and local levels. The second study investigates content knowledge at the national level and shows a limited and simplified view of the relationship between teacher and student. By using the dimensions of closeness as analytical tools, a multifaceted teacher-student relationship is constructed as an alternative meaning offering. In the third study, eleven Swedish universities participated in the study of curriculum documents at the local level. The analysis showed three types of knowledge content: relational theory, relational work and relational quality. In this study, the local documents together provided a broad range of knowledge content, but individually a reduced and simplified knowledge content. The study also confirmed the differences between universities in their teacher education programmes and that there are often discrepancies in the knowledge content that is offered.The thesis as a whole contributes to a nuanced understanding of closeness in the teacher-student relationship and provides a set of theoretical tools that can be used in an analysis of different types of research studies. It also indicates that the policy documents relating to teacher education at the national and local levels contain simplified and limited notions about the teacher-student relationship and teachers’ relational work as knowledge content. This restricted knowledge content could limit student teachers’ abilities to create, build and maintain good and close teacher-student relationships and to address the relational challenges in their complex relational work.
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- Nerdal, Kajsa, 1974-
(författare)
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Gymnasieelevers presentationer av relationer mellan miljö och människor – en studie om utbildning för hållbar utveckling
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study investigates how upper secondary school students constitute relations between the environment and humanity. The aim of the study is to analyse relations that emerge between and within the Earth´s major systems (humanity included) and how these relations are composed when students are faced with a fictional decision of consuming a pair of jeans. Using workshop as a data collection method, students creatively visualize their discussions through participatory modelling in groups. The results of the study are based on the analyses of the concluding presentations of the completed models.The results show difficulties in submitting relations between the three dimensions of the concept of sustainable development together with a dualistic worldview, indicating a lack of complexity in the presentations. Therefore, a gap can be identified between the empirical results and the aims of education for sustainable development (ESD) that, according to the Ministry of Education and Research, should be a part of Swedish upper secondary education. In addition, a gap between the steering documents for the Swedish upper secondary schools and the UNESCO guidelines on ESD is revealed, consisting of the latter more distinctly promoting systems thinking and embracing pluralism. Three national programmes are represented in the study; social science, science and economics. Differences between the three are established. Groups with a focus on social science present complexity to higher extent than groups on science orientation. Groups with a focus on economics present least complexity in their presentations.
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- Stoll, Jane, 1960-
(författare)
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Swedish donor offspring and their legal right to information
- 2008
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- All donor offspring conceived under the Swedish Genetic Integrity Act or the now-repealed Act on Insemination, from gametes donated after 1 March 1985, have the right to obtain identifying information about the donor when they are sufficiently mature. Despite this, studies undertaken in Sweden and abroad reveal that many donor offspring will never be able to exercise their right to information because their parents do not tell them how they were conceived. This study examines the regulatory framework established to facilitate access to identifying information for donor offspring in Sweden; the main objective being to determine whether or not the right to information is an effective legal right. In addition to giving an account of the source and scope of the right under Swedish law, Sweden´s possible obligations to donor offspring under the United Nations Convention on the Rights of the Child and the European Convention on Human Rights are explored. A number of measures that could promote the right to information are also considered.
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- Akrami, N
(författare)
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Social categories and stereotypes: A case of intimacy?
- 2003
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Study 1, stereotypic knowledge about the social category immigrants and its subcategories was examined and related to participants’ degree of explicit prejudice. Study 2 examined differences in implicit prejudice (negative evaluations of outgroups) as
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| 10. |
- Arrhenius, Mattias, 1971-
(författare)
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Datorbaserade animationer i geografiundervisningen : En studie om gymnasieelevers lärande i mötet med datorbaserade animationer om bergartscykeln
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Animations are new visualization tools for the teachers to use in their education practice when teaching about complex models in science. The school environment is a social arena where collaborative learning is a recognized teaching method, often used by teachers as it motivates students and enables them to participate and share knowledge with each other. This method is used by teachers when students are working with animations in computer-based instructions. In these environments the spoken language, as well as other forms of body-language such as gestures, becomes the means for communication between the participants. By using a prag-matic/sociocultural perspective on learning, this form of communication is described in terms of actions. The aim of this thesis is to study how learning is constituted in one of these social environments by using action as an analyzing unit. The empirical material consist of video-taped sessions of 61 upper secondary school students divided in 22 groups, working with 6 animations in an interactive web-based software on different geological processes of the rock cycle. The results from the study shows that successful animations, in terms of fulfilling the teaching objectives, enables students to focus their attention on the important events in the animation and form relevant relations between key concepts required for understanding a specific geological process. The result also shows that the groups of students experienced different problems (gaps) in their learning process in their encounter with the animations. Different types of gaps were identified as a result from what the students focused their attention on in the 6 animations. There were four main reasons why gaps occurred, three of them were related to the design, scientific content and new concepts introduced in the animations. The fourth reason was related to situations when students could not relate to previous experience of the rock cycle. The results shows that collaborative learning benefits students in their learning process in the encounter with animations, as some types of gaps were solved with the aid from other students. The results also show that the teacher is very important for students, as they are the only resource in the classroom that has the potential to solve all types of gaps that may occur in the students encounter with animations. Although many of the gaps identified in the study were solved by these two social resources, some other gaps remained unsolved. The research study contributes with new empirical results to the international animation research field, as well as a methodological development which gives researchers new analyzing tools for studying students and teacher’s actions in social environments where animations are used.
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